Lesson Plan
Course Title:
Principles of AAVTC
Session Title:
Critical Thinking & Problem Solving
Lesson Duration: Three 90-minute class periods
1. Day One – Explain what is meant by “thinking outside of the box”, identify the characteristics
of critical thinking, and identify the characteristics of problem solving
2. Day One/Day Two – Divide into groups, present the group problem, apply critical thinking and
problem solving skills to find a viable solution to the group problem
3. Day Three – Groups will finish solving the assigned problem and make presentations about
the group solution to the class
[Lesson length is subjective and will vary from instructor to instructor]
Performance Objective:
Upon completion of this lesson, the student will be able to identify the characteristics of critical
thinking and problem solving and apply these skills to finding a solution to a group problem.
Specific Objectives:
1. Explain the phrase “thinking outside of the box”.
2. Identify the characteristics of critical thinking.
3. Identify the characteristics of problem solving.
4. Apply critical thinking and problem solving skills to find a viable solution to a group problem.
Preparation
TEKS Correlations:
130.82(C)
(1) The student applies English Language arts in Arts, Audio/Video Technology, and
Communications cluster projects. The student is expected to:
(A) demonstrate use of content, technical concepts, and vocabulary.
(2) The student applies professional communications strategies. The student is expected to:
(A) adapt language for audience, purpose, situation, and intent such as structure and
style;
(D) give formal and informal presentations;
(E) apply active listening skills to obtain and clarify information; and
(G) listen to and speak with diverse individuals.
(3) The student understands and examines problem-solving methods. The student is
expected to employ critical-thinking and interpersonal skills independently and in teams to
solve problems.
(4) The student applies information technology applications when completing Arts,
Audio/Video, Technology, and Communications cluster projects. The student is expected
to use personal information management, email, Internet, writing and publishing,
presentation, and spreadsheet or database applications.
(10) The student applies technical skills for efficiency. The student is expected to employ
planning and time-management skills to complete work tasks.
(11) The student develops a basic understanding of the Arts, Audio/Video Technology, and
Communications cluster. The student is expected to:
(F) use appropriate interpersonal communication strategies in professional and social
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
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(G)
contexts by:
(ii) employing appropriate verbal, nonverbal, and listening skills to enhance
interpersonal relationships;
(v) making clear appropriate requests, giving clear and accurate directions, asking
appropriate and purposeful questions, and responding appropriately to the
requests, directions, and questions of others;
(vi) participating appropriately in conversations; and
(viii) identifying and using appropriate strategies for dealing with differences,
including gender, ethnicity, and age.
communicate effectively in groups in professional and social contexts by;
(i) identifying kinds of groups and the importance and purposes they serve;
(ii) analyzing group dynamics and processes for participating effectively in groups,
committees, or teams;
(iii) identifying and analyzing the roles of group members and their influence on
group dynamics;
(iv) demonstrating skills for assuming productive roles in groups;
(v) using appropriate verbal, nonverbal, and listening strategies to promote group
effectiveness;
(vi) identifying and analyzing leadership styles;
(vii) using effective communication strategies in leadership roles;
(viii) using effective communication strategies for solving problems, managing
conflicts, and building consensus in groups; and
(ix) analyzing the participation and contributions of group members and evaluating
group effectiveness.
Instructor/Trainer
Instructional Aids:
1. Critical Thinking & Problem Solving slide presentation
2. Critical Thinking & Problem Solving Handout (one per group)
3. Critical Thinking & Problem Solving Rubric (one per student)
4. Critical Thinking & Problem Solving Recommendations (for instructor use)
5. Envelope containing images of found objects (one per group)
Equipment Needed:
1. Projection system to display slide presentation.
Learner
Materials Needed:
1. Blank paper and various writing/drawing utensils
Introduction
MI
Introduction (LSI Quadrant I):
DO: Solve the Nine Dots Puzzle. Show the Nine Dots Puzzle on Slide 2 of the slide
presentation.
SAY: “Connect all nine dots using four straight lines without picking up your pencil.”
Have students draw the nine dots puzzle and give them several minutes and
opportunities to solve the puzzle on their own scratch paper.
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
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SHOW: If a student is able to solve the problem, have him/her show the class the
solution. If not, use the solution on Slides 4-7 of the slide presentation to show
students how to solve the puzzle.
SAY: In order to solve this puzzle you have to think outside the box. What does it
mean to think of outside the box? What is “the box”?
Outline
MI
Outline (LSI Quadrant II):
I. Explain the phrase “thinking outside of the box”.
A. What does it mean to “think outside of the
box”?
B. What is “the box”?
1. Represents the typical/traditional way of
thinking:
2. Represents what’s “obvious”
3. Currently accepted ideas
4. Assumptions
C. Strategies for “thinking outside of the box”
1. Identify the issue or problem
2. Listen attentively and ask questions
3. Look for new, creative ideas
4. Never dismiss a possibility; consider
everything
Instructor Notes:
Use the slide presentation
to review the lesson
outline.
II. Identify the characteristics of critical thinking.
A. What is critical thinking?
1. Clear, rational, and informed thinking
2. Leads to decision-making
B. How will you use critical thinking?
1. Make observations
2. Listen attentively to others
3. Recognize problems
4. Define problems
5. Ask relevant questions
6. Find facts using multiple resources
7. Challenge and examines beliefs
8. Make wise judgments
9. Find valid solutions
III. Identify the characteristics of problem solving.
A. Define the problem
B. Analyze the problem
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
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C. Consider different possibilities
D. Find a solution to your problem
IV. Apply critical thinking and problem solving skills to
find a viable solution to a group problem.
A. Group participation
1. Practice active/attentive listening
2. Work as a team
3. Make original and innovative suggestions
B. Critical thinking and problem solving
1. Identify the problem
2. Ask relevant questions
3. Make observations
4. Find facts from multiple sources
C. Written plan
1. Clear plan
2. All group members contribute
3. Consider possible resources
D. Group presentation
1. Objectives are clear
2. All group members participate
3. Include visual aids (quality text and relevant
images, cohesive design theme)
4. Interesting/engaging
Break into groups of five to
six students per group and
introduce the problem.
Distribute and review the
rubric.
Application
MI
Guided Practice (LSI Quadrant III):
Teacher will go over the slide presentation with the class. During the presentation,
engage students in the discussion and ask them to identify characteristics of critical
thinking and problem solving.
Note: Many examples of critical thinking and problem solving are available in
magazine, newspapers, online, and in the surrounding environment.
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
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MI
Independent Practice (LSI Quadrant III):
Divide students into groups of five to six. Each group will receive a handout with the
problem. All groups will have the same problem and the problem will also appear in
the slide presentation. Each group will also receive an envelope, which includes
pictures of items that have washed up on shore and have been found by the group
members.
Tip: Make sure each group has a different assortment of items.
Have each group develop a survival plan based on the items that they have found
and their surroundings. Each group will make a presentation to the class about how
they will survive and thrive given the conditions and available resources.
Summary
MI
Review (LSI Quadrants I and IV):
Review the characteristics of critical thinking and problem solving before students
begin working on the group problem during Independent Practice. Be available
during Independent Practice to clarify any questions that groups may encounter.
Students will apply critical thinking and problem solving skills as they create projects
for future AAVTC cluster courses.
Evaluation
MI
Informal Assessment (LSI Quadrant III):
Informal assessment may be conducted while students work together in groups to
brainstorm ideas, gather information, discuss options, and go through the process of
using critical thinking to eventually reach a solution to their problem.
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
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MI
Formal Assessment (LSI Quadrant III, IV):

Student groups will present their survival plan solution (whole class or small
groups).

The teacher will assess understanding of the objectives using the attached
rubric.
Extension
MI
Extension/Enrichment (LSI Quadrant IV):

Students may research critical thinking and problem solving techniques online or
in books or other reference materials.

Students will apply critical thinking and problem solving skills to future projects in
AAVTC cluster courses.
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
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Critical Thinking and Problem Solving Handout
You are on a cruise sailing from Miami, Florida to the Isla de la Juventud in the
Caribbean Sea. On the second night out at sea, there is a hurricane. Your cruise ship
runs aground on an uninhabited island in the middle of the ocean. You and a few other
passengers have washed up on shore, alert and unharmed. The captain, the crew, most
of the other passengers, and all the lifeboats have disappeared! The wreck has
destroyed almost everything in the ship. You are dressed only in your pajamas and it is
hot!
To make matters worse, you are in the Bermuda Triangle. Your cell phone and all other
electronic devices do not work in this paranormal place. You cannot see any other ships
or islands near you. Now, in groups for safety, you leave the shipwreck and search for
debris along the shoreline. Each one of you finds an object washed up on the shore
from the ship. Look in your group’s envelope; this is what you have found along the
shoreline.
You and your group collect the items that you have found and start walking back to the
designated meeting place. You are discussing what you have found and how these
items can help you. As your group reconvenes you realize the seriousness of the
situation. You know that you must all work together to formulate a plan for survival on a
deserted island.
As a group, create a written survival plan using the items that you have found washed
up along the shore along with local resources and the environment. Your group will turn
in a copy of your written survival plan and will also give a formal group presentation.
Assessment will be based on the rubric criterion for a written survival plan, formal group
presentation, and group member participation.
Things to consider…..
 What is the problem?
 Where are you?
 Who are you with?
 What have you found?
 Why is it important to help you survive?
 How will you use what you have found?
 Who should be in charge of the things that you have found?
 Who should be your group leader?
 When should you use the resources that you have found along the shoreline?
 What is local climate and environment?
 What local resources will help aid in your survival?
 Where will you sleep?
 What will you eat?
 How will you protect yourself from the elements (sun, heat, etc.)?
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
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Critical Thinking and Problem Solving Recommendations
1. Divide the students into groups of five to six students per group.
2. Present the groups with the problem. Give each group a copy of the Critical Thinking
and Problem Solving Handout.
3. Create an envelope for each group. Each envelope should contain the images
(these can be collected from magazines and online sources) of the items that the
group members have found washed up on the shoreline. There are a variety of items
that may have washed up on shore from the ship wreckage. While some groups will
have similar items, make sure there is variety so each group is required to think
critically about how to use different items. A variety of found objects will also make
the presentations more versatile. Possible items found by the group members:

A pair of tweezers

A can of vegetable shortening/fat

A coil of natural fiber rope

A compass

Nail clippers

A food service tray

A pool umbrella

A framed antique linen map/chart of the area

A utility knife

A rubber duck children’s toy

A wooden folding deck chair

Four (4) rain ponchos

One (1) chocolate bar

Three (3) lifejackets

A shrink-wrapped package of 48 clean white cotton tablecloths

A can of green beans
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
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Principles of AATVC: Critical Thinking & Problem Solving
Assessment Criteria
1. Group Participation
 Listens attentively
 Works as a team
 Makes original and
innovative suggestions
Max.
Points
20
2. Critical Thinking &
Problem Solving
20
3. Written Survival
Plan
30
4. Group Presentation
30
 Identifies the Problem
 Asks relevant questions
 Makes observations
 Finds facts from
multiple sources
 Presents a clear plan
 Includes all group
members
 Considers the local
environment and
resources
 Includes all group
members
 Clear objectives
 Professional visual aids
 Maintains audience
interest
TOTAL:
Student Name__________________________________________
Points Earned
Comments
Exceptional
Above Average
Average
Below Average
Poor
No
Submission
(18-20 points____)
Participates
thoughtfully and
appropriately in a
group. Makes
innovative
suggestions.
(18-20 points____)
Creatively asks and
answers questions
regarding the
problem. Makes
insightful
observations.
(15-17 points___)
Always
participates with
the group in a nondistracting way.
(11-14 points____)
Occasionally
participates
appropriately in a
group.
(6-10 points____)
Is distracted from
participating in
group activities.
Does not make any
suggestions.
(1-5 points____)
Is distracting; causes
group problems.
Makes inappropriate
suggestions.
(0 points______)
(15-17 points___)
Asks and answers
questions
regarding the
problem. Always
makes appropriate
observations.
(6-10 points____)
Asks and answers
few questions. Does
not make
observations.
(1-5 points____)
Asks and answers
almost no questions.
Makes inappropriate
observations.
(0 points______)
(27-30 points____)
Presents a clear,
creative,
comprehensive plan
that involves all
group members and
considers all
resources.
(22-26 points___)
Presents a clear
plan that involves
all group members
but lacks
consideration of
all resources.
(11-14 points____)
Occasionally asks
and answers
questions regarding
the problem.
Occasionally makes
appropriate
observations.
(16-21 points____)
Presents a plan that
involves the group,
but the plan lacks
clarity and
comprehensiveness.
(9-15 points____)
Plan lacks clear
direction; involves
half of the group
members; considers
half of the
resources.
(1-8 points____)
Plan lacks clarity;
involves only one or
two group members;
considers only one or
two resources.
(0 points______)
(27-30 points____)
Clear, professional,
and interesting
presentation;
creative and
effective visual
aids; involves all
group members.
(22-26 points___)
Good presentation;
good visual aids
with text and
images; all group
members
involved.
(16-21 points____)
Good presentation;
visual aids contain
good text; not all
group members
involved.
(9-15 points____)
Presentation lacks
professionalism;
visual aids contain
good text but are
incomplete; doesn’t
include all group
members
(1-8 points____)
Presentation lacks
objectives; visual
aids contain
incomplete and
incorrect
information; only one
or two group
members involved.
(0 points______)
100
Point Conversion to Letter Grade:
90.0-100.0
A
80.0-89.9
B
70.0-79.9
C
60.0-69.9
D
Below 60
F
AAVTC: Principles of AAVTC: Critical Thinking & Problem Solving
Copyright © Texas Education Agency, 2012. All rights reserved.
9
No participation;
no submission.
No participation;
no submission.
No plan.
Unprofessional;
no participation.